Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-02
IELTS Writing Task 1 question
The bar chart shows the typical weekday for students in three different countries.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 5.5)
The given bar chart illustrate the numbers of hours on weekday for students in three countries UK,Japan and Germany.
The students of Uk spent most of their time sleeping as compared to Japan and Germany while the students of Japan spent most of their time in studying as compared to other two countries.And the students of Germany spent most of their time in relaxing.The students of Uk sleep for 8.5 hours and the students of Germany sleeps for 8 hours while the students os Japan sleep less from other two countries for 7 hours.The students of Japan study moore time as compared to other two countries for about 13 hours.While the students of Germany study mote than UK for 9 hours and the students of UK study less as compared to other two countries.The students of UK and Germany spent about 7 hours in relaxing and the students of Japan relax less as compared to other two countries for 4 hours.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response addresses all parts of the task by reporting the main features of the chart, such as sleeping, studying, and relaxing hours across the three countries. An overview is attempted, although it is embedded within the body of the text rather than distinct. While the main comparisons are made—such as noting that Japan spends the most time studying (13 hours) and the UK spends the most time sleeping (8.5 hours)—some ideas are slightly under-developed or repetitive in structure. The figures cited generally match the visual data accurately, which satisfies the requirements for this level, though a more cohesive introduction and clearer highlighting of broader trends would be needed to reach higher tiers.
Coherence and Cohesion: Band 5.0
The response has a basic overall arrangement, but there is no clear logical progression because all information is crammed into a single, dense block of text without paragraph breaks. Cohesive devices are minimal, mechanical, and repetitive, relying heavily on phrases like 'The students of' and simple coordinating conjunctions like 'and' and 'while'. Referencing is also somewhat faulty, which occasionally obscures the logical flow between ideas. To move to a higher band, the writer must use paragraphing effectively to separate different categories or countries, and employ a wider, more natural range of cohesive ties to guide the reader smoothly through the response.
Lexical Resource: Band 5.0
The lexical resource is adequate for the task, demonstrating a basic vocabulary related to daily activities and time measurement (e.g., 'sleeping', 'studying', 'relaxing', 'hours'). However, there are noticeable spelling and word-choice errors, such as 'moore' instead of 'more', 'mote' instead of 'more', and awkward phrasing like 'study moore time'. The range of vocabulary is limited and repetitive, with frequent reuse of the same verbs and nouns. To achieve a higher band, the writer needs to incorporate less common lexical items with greater precision, improve spelling accuracy, and avoid repetitive word choices by using synonyms or paraphrasing.
Grammatical Range and Accuracy: Band 5.0
The writer attempts a mix of simple and complex sentence forms, such as using comparative structures like 'as compared to'. However, there are frequent grammatical errors and punctuation flaws, including missing articles ('in UK', 'in Japan'), subject-verb agreement issues ('the students of Germany sleeps'), and run-on sentences lacking proper punctuation. These errors reflect a limited control over grammatical structures at times, though they rarely impede overall communication. To improve, the writer should focus on mastering basic subject-verb agreement, proper article usage, and breaking down long, convoluted sentences into grammatically accurate structures.
See this exact question answered at other band scores. The same prompt compared across bands.
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